Introduction to Textual Analysis and Interpretation
Fall 2013
English 2350-004
Office Hrs.: MW 2-3:30 or by apt.; 405 Carlisle Hall
Instructor: Dr. Roemer
Please schedule all appointments.
MWF 1 – 1:50
Phone: 817-272-2729
University Hall 14
roemer@uta.edu
UTA Profile: uta.edu/mentis/public/#profile/profile/view/id/1491/
Preamble: Although we will be reading and discussing works of literature, this course
differs from many other literature courses, since in the readings and discussions we will
be examining various ways of interpreting the literature as much as we will be discussing
the literature per se.
Goals, Requirements, Assessment
The Departmental goals for this course are to prepare students to: (1) identify
characteristics of literary genres (at least three); (2) recognize and understand critical and
literary terms; (3) develop methods and strategies for analyzing and interpreting texts;
and (4) demonstrate a command of these methods and strategies in written work.
The basic Departmental written requirements aimed at achieving and demonstrating the
goals are: (1) a close reading of a text or a portion of a text; (2) an analyses of a text or
portion of a text using an appropriate critical term or critical method; and (3) a research
paper that demonstrates a knowledge of criticism on the text and (a) method(s) relevant to
the study of that text.
To be more specific, in this course we will address the goals in (1) class and group
discussions; (2) assigned readings; (3) short answer exams drawn from terms in the
Bedford Glossary, Critical Theory Today (2nd. Ed.), and the course packet; (3) three essay
exams; and (4) the three papers described below.
The selection and pairing of texts addresses the first goal in particular. We examine
works of fiction, poetry, and life narrative (autobiography). In each case we begin by
discussing a well-known American text that is routinely defined as a novel, poetry, or
autobiography. I pair these texts with American Indian texts that can also be defined as
novels, poetry, or autobiography, but they challenge typical ways of defining these
genres. The pairings invite discussion about how readers, authors, editors, scholars, and
publishers conceive of genres and about literary canon formation
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Required Readings
Course Packet (CP), available only at the UTA Bookstore
The Bedford Glossary of Critical and Literary Terms, 3rd. ed., Murfin and Supryia (BG)
Critical Theory Today 2nd, Ed., Tyson (CTT)
The Great Gatsby, Fitzgerald
Ceremony, Silko
Selections of different versions of Dickinson's poetry (CP)
Translations of American Indian Songs (CP)
The Autobiography, Franklin, focus: Part II of Autobio. (“Other Writings”-NOT required)
The Way to Rainy Mountain, Momaday
The MLA Handbook (7th Ed.)
(Tip on CTT readings: for an assigned chapter, read the introductory paragraphs
and “Some Questions” carefully [see bold page numbers below for the questions];
then read/skim though the rest.
Topics, Readings, Exams, Tentative Dates
8/23
Introduction to the Course
Goals, Assignments, Schedule, Criteria, Policies
Readings: syllabus; handouts; CTT: “Everything,” 1-10; Overview,” 451-56.
8/26
Syllabus Quiz (see handout)
Advantages and Disadvantages of Genre Categories
8/26
Pre-Reading Reading: How Genre Categories Make Us Pre-View Literature
The Warehouse Experiment,
Readings: BG: see list of terms and definitions from BG on p. 7, syllabus
8/30
SA Test on Genre Terms (see syllabus p. 7)
Novels (8/28-9/20)
At the Top of (Almost) Everyone's Best American List and Canonized Beyond a
Doubt -- The Great Gatsby
8/28,30Readings: The Great Gatsby; CTT: "New Criticism" (135-67, 150); "Marxist
9/6,[9] Criticism" (53-81, 68)
9/2
Labor Day Holiday
9/9
SA Test on New Crit., Marxist Crit, and BG Terms (see syllabus, p. 8).
9/13
Short, Close Reading Paper Due
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At the Top of an Alternative Canon an Alternatively Shaped Novel -Ceremony
9/9,11 Readings: Ceremony; CTT: "Postcolonial Criticism," (417-49, 431-33);
13,16, "Psychoanalytic Criticism," (11-52, 37-39); Abraham Maslow's Needs & Self18
Actualization: Humanistic Psychology (CP)
9/18
SA Test on PC and Psych. Crit. (see syllabus, p. 8)
9/20
Novel Essay Exam
Poetry (9/23 – 10/21)
The First Lady of American Canonization: Emily Dickinson (in many versions)
9/23,25Readings/Discussion: versions of Dickinson's poems (CP); Textual-Bibliographic
27,30 Criticism (class discussion); CTT: "Reader-Response Criticism,” (16910/2,4
207,188-90); "Lesbian, Gay, and Queer Criticism,” (317-57, 341-42);
Norton Poetry Guides (handout)
10/7
SA Test on T-B, R-R, & L.G.Q Crit. (see syllabus, p. 9)
One of the Least Canonized and Most Misunderstood American “Poetries” -American Indian Song and Chant Translations
9/11,14Selections of Translations (CP) & film: "By This Song I Walk"; CTT: "New
16,18 Historical and Cultural Criticism," (281-315, 299-301); Parker, "Text. Lines”
(CP)
10/18 SA Test on New Hist., Poetic Forms, Parker (see syllabus, p. 9)
10/21 Poetry Essay Exam
10/28 Critical Method Paper Due
Important Note: As you work on the next section of the course (Life Narratives), you
should have begun thinking seriously about the research prospectus/paper. See: MLA
Handbook: “Note on the Web (xxi); Chapter 1: "Research and Writing" (especially pages
3 - 7); and “Appendix A: Guides to Writing.”
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Life Narratives (10/23 – 11/13
The Known American Life Model -- The Autobiography
10/23,25,Readings: Franklin's Autobiography (focus on Pt. II [Ten years of more ….To
[28] Thus far written at Passy]); CTT: "Feminist Criticism," (83-133, 119-20);
"Deconstructive Criticism," (249-80, 265-66)
The Lesser Known American Process of Self / Community Creation -- The Way
to Rainy Mountain
10/28 SA Test on Feminist and Deconstructive Crit. (see syllabus, p. 10)
10/28,30Readings/Discussions: The Way to Rainy Mountain; History of the Book;
11/6,8, CTT: "Structuralist Criticism,” (209-47, 233-34); Gates," 'Ethnic and Minority'
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Studies" (CP); CTT: from “African American Criticism – Race Theory” (376-84)
11/11 SA Test on H of Bk., Structuralism, Ethnic Crit. (see syllabus p. 10)
11/13 Life Narrative Essay Exam
11/15 No Class: (re)read Chapter 1 and Appendix A in the MLA Handbook and the
syllabus description of the prospectus; select a research paper topic.
11/18,20 Research, the prospectus, Library workshop. Sign up for conferences.
11/20 Prospectus Due
11/22,25,27
Individual Conferences on Prospectus
11/22 Thanksgiving/Hunukkah Holiday
12/2
Discuss MLA Handbook format; see especially 4.1-4.4 and chs. 5 & 6.
12/4
Optional conferences on paper
12/6
Paper due Friday by 5 PM
12/9, 11 AM
Papers Returned / Discussed
Examinations
As suggested above, there will be two types of exam questions: short answer and essay.
The short answer questions will be identifications taken from the lists attached to the
syllabus; the lists are drawn from The Bedford Glossary (BG), the italicized words in
Critical Theory Today (CTT), classes, and the course packet (CP). The class before each
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short-answer exam I will indicate which sub-section of the lists will be tested; see also
above “SA Tests.” The class before each essay exam I will distribute a study sheet that
will indicate the nature of the essay questions. Essay-grading criteria: how well you
address the question and how well you support your arguments with relevant and specific
examples from the readings. I will also consider writing coherence and mechanics,
though I will be more demanding on the mechanics when I evaluate the papers.
Papers
First: Close Reading (approximately 500-750 words [two to three double-spaced pages]);
using the "New Criticism" CTT chapter and class discussions as guides, select a portion
of Gatsby (no longer than a chapter, no shorter than a paragraph): (1) Define the primary
themes, questions, and / or issues you discovered "in" the selection; (2) indicate how two
or three relevant elements of the selection (e.g., diction, imagery, narrative voice, tone,
setting description, characterization) contribute to and/or detract from that primary theme,
question, or issue you defined.
Second: Critical Method (approximately 750 words [three double-spaced pages]); apply
one of the interpretive methodologies we study (except for New Crit.) to one of the texts
(except Gatsby, but you are not limited to the methods and texts studied before the paper
due date). (1) Indicate why this particular interpretive orientation is appropriate for
studying the text you selected. (2) Using the class discussion and the sample Gatsby
essays in CTT as guides, demonstrate the effectiveness of using the selected method.
Third: Process for the Research Paper (approximately 1250 words [5-6 double-spaced
pages] plus the "Works Cited" section--a minimum of five critical sources). Select one of
the assigned readings; determine a focus/thesis and select one or more of the interpretive
methods that will facilitate your analyses; discover relevant parts of the text that define
and support your focus/thesis; using the annual American Literary Scholarship volumes
(in print and online) and other print and electronic bibliographic sources (see the MLA
Handbook and the Library workshop), identify articles and chapters that will give your
arguments authority and clarify your thoughts on your interpretation; prepare and submit
the (graded) prospectus (see attached model below); write and revise drafts; turn in final
draft. Use MLA format; see especially sections 4.1-4.4 and chapters 5 and 6. Note: This
process is not lock-step; e.g., you may prefer to start some of the writing before you
prepare a prospectus; you might want to go to the secondary criticism early, though it's
best to have some idea of your focus and thesis before reading much criticism.
Grading Criteria: For all three papers, how well you fulfill the specific requirements of
each assignment will obviously be important. For the research paper, I will be concerned
with how well you integrate your ideas and arguments with the viewpoints of the critical
articles. For all the papers, I will expect coherent, well-organized, and engaging writing
and writing mechanics (e.g., spelling, grammar) worthy of an English major. If you have
had writing problems in the past, please visit the free Writing Center on the fourth floor
of the library. Under usual circumstances, I do not accept electronic or late papers.
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Use This Prospectus Format
1. Thesis / Significance (short paragraph): indicate the book or poem(s) selected for
examination; define the primary argument(s) claim(s), or question(s); indicate the
significance of your thesis (i.e., address the "So what question?").
2. Feasibility (short paragraph): Is it possible to address this thesis adequately in a fivesix-page research paper and during part of one semester? Does our library or do other
Metroplex libraries have the resources you will need.
3. Method (short paragraph): identify the critical approach(es) to interpretation that you
will use (see the CTT chapters). Indicate why these are appropriate for your book or
poem(s) and your thesis.
4. Tentative Organization (brief outline): In a few sentences justify how you will order
the paper.
5. Preliminary Bibliography (list): Remember, the paper requires at least five critical
sources in your Works Cited list that will be well integrated into your discussion (i.e., not
just tacked on to reach the five minimum).
Approximate Grading Weights
Exams (50%): Combined grade for the short-answer tests (20%); the three essay exams
(10% each = total 30%).
Papers (50%): First (10%); Second (15%); Research (25%: prospectus, 5%; final draft,
20%).
Constructive Warnings
(1) If you plan to withdraw from the course, follow University procedures. If you do not,
you will receive an F for the semester. Excessive unexcused absences will affect your
grade (half semester grade for each set of FIVE absences), since the group discussions /
presentations are a significant part of the class. (2) In the past I have had few problems
with academic dishonesty. An excellent definition of plagiarism is included in the MLA
Handbook (ch. 2). Instances of academic dishonesty, including plagiarism, will be turned
over immediately to the office of the Associate Vice-President for Student Affairs. (3) In
case of an emergency that requires classroom exiting, exit to the right and take the first
right to the door leading outside University Hall.
Encouragement
Intangible grading factors: (1) improvement and (2) consistent class participation
(especially in the group discussions and presentations) have turned many a C+ into a Band quite a few B+s into A-s. (3) I am very willing to accommodate disabled students.
Early in the semester, they should present their authorized documents from appropriate
University offices. (4) Students needing academic or personal counseling should consult
the English Undergraduate Advisor and if necessary the Office of Student Success
Programs (817-272-6107).